GRAMMAR 4/5

Long range plan, overview, rational and lesson outlines

APRIL 21, 2010

SHELBY JOB
St. Catherine School
 Year Plan
Grade 4/5 Subject: Grammar School Year: 2023 Teacher: Shelby Job
Classroom Demographics: (will add as I learn the class)

Our class is a combined grade 4/5 class with 28 student’s total. There are 21 grade 4
students and 7 grade 5 students. Only the grade 4s will be in the class for social studies. As
with any class we have a diverse group of students with unique strengths and needs. We
have several students in the class that are ELL learners who require extra support with
vocabulary and assignment explanation. Within our class the learning level varies among the
students with some stronger and lower learners.

Accommodations:
A focus will be made to use accessible and easy to comprehend vocabulary and concepts for
the ELL in the class. Additional supports and instruction to strengthen vocabulary, concepts of
the topics, and skills of students will be incorporated into lessons. Speaking slowly, clearly
and checking for student understanding of vocabulary and instructions are strategies that will
be used. Instructions for assignments and other tasks will be explained clearly and with
written supports. ELL learner students will be given extra individualized help when needed.
In order to ensure success of all learners in the class, a UDL approach will be utilized. This
will ensure that lessons and assignments can be differentiated to meet the level of all learners
in the class.

Contextual Variables:
The community of Picture Butte has a high population of Spanish workers. Many of the
students in the school are Spanish speaking and still learning English. These students are not
only learning a new language but may be experiencing elements of culture shock and missing
home that the teachers should be aware and understanding of.
After several years of school disruptions due to COVID all students are experiencing various
gaps in learning that will need to be taken into consideration and supported.

Report Cards: (fill in later)

Parent / Teacher Interviews: (fill in later)

Timeline Jan. 9- April 21
Unit of Study One Cumulating Grammar Development Unit
Outcomes: General Outcome 2
General and 2.1 Use Strategies and Cues
Specific General Outcome 4
4.2 Attend to Conventions
General Outcome 5
5.2 Work within a Group

Main Topics 1. Nouns

and 2. Common and Proper Nouns
Activities 3. Pronouns
4. Verbs
5. Adjectives
6. Adverbs
7. Regular and Plural Nouns
8. Irregular Plural Nouns
9. Concrete and Abstract Nouns
10. Regular Verbs
11. Irregular Verbs
12. Simple Verb Tenses
13. Subject-Verb Agreement
14. Pronoun-Antecedent Agreement
15. Comparative and Superlative Adjectives
16. Comparative and Superlatives
17. Coordinating Conjunctions
18. Subordinating Conjunctions
19. Simple Sentences
20. Compound Sentences
21. Complex Sentences
22. Capitalization in Titles
23. Commas in Addresses
24. Commas and Quotation Marks in Dialogue
25. Form and Use Possessives
26. Prefixes
27. Suffixes
28. Use of Reference Materials (Dictionary Skills)
29. Multiple Meaning Words
30. Shades of Meaning
Grammar Practise Worksheets
Grammar Flashcards
Grammar Flipbook
Key Teacher’s Pay Teacher’s 3rd Grade Grammar and Language Bundle
Resources
 University of Lethbridge Curriculum Lab

Various School Resources

Assessments Practise Worksheets
Assessment Worksheets
Grammar Flipbook

Rational
The structure of how I plan to teach grammar is going to follow a Teacher’s Pay

Teacher’s grade three grammar resource. I am choosing to follow this resource as it is

provides a really well structured grammar learning sequence that starts with the basics

and progresses through more complex skills. Grammar is something I am quite

unfamiliar with teaching and following this program will ensure that the students are

scaffolding their grammar knowledge and skills in a way that will help fill gaps in their

learning as a result of COVID. Following this program will also be beneficial for ELL

students as it will foster a foundation of grammar knowledge in better way than I believe

I would be able to on my own. Following a structured grammar program will benefit all

the students in the class and serve them well moving forward in their learning.

The resource consists of thirty topics and for each topic there is a brief

PowerPoint presentation, a practise worksheet, an assessment worksheet, flashcards

with additional questions for each topic as well other activities. I plan to use the

PowerPoint presentations to teach each concept and have students complete the two

worksheets for each. The flashcards and other actives will be used when students are

needing additional practise and support for a concept. To further support students’

learning they will make a ‘Grammar Flipbook”. For each concept learned students write

the term, definition of the term and a few examples of each on an index card. The index
cards will be put onto a ring and students will have a full flip book of everything we cover

in grammar. We will spend one to two days on each concept depending on how

students are doing with it. This can be modified and adjusted once I become more

familiar with students’ existing knowledge and abilities. The grammar period is intended

to support students with getting back on track with their grammar and English skills so

this class will be very flexible and the number of topics covered will be dependent on the

students’ learning levels. The lesson on each concept will follow the same structure of

PowerPoint lesson, making an index card for the concept, practise worksheet,

assessment worksheet, and flashcards when extra practise is needed. Usually this

would seem repetitive and potentially boring for students, however I think the routine

and consistency will be beneficially for the students learning of grammar. This structure

has students working independently for most of the class which allow me to provide

extra one on one support for ELL students and students who are requiring help.

The students are behind in their grammar skills and there are several ELL

students in the class, for this reason we are following the grade three grammar

curriculum. I feel this will be closer to the learning level of students and help get them

back on track. It may be slightly too easy for the grade five students in the class;

however, they will still benefit from the review and practise. Students who are finishing

worksheets easily will be given additional materials that progress in difficulty and if they

have finished everything for a topic they can work on things from other classes or have

quiet reading or free time.

Topics
 31. Nouns
32. Common and Proper Nouns
33. Pronouns
34. Verbs
35. Adjectives
36. Adverbs
37. Regular and Plural Nouns
38. Irregular Plural Nouns
39. Concrete and Abstract Nouns
40. Regular Verbs
41. Irregular Verbs
42. Simple Verb Tenses
43. Subject-Verb Agreement
44. Pronoun-Antecedent Agreement
45. Comparative and Superlative Adjectives
46. Comparative and Superlatives
47. Coordinating Conjunctions
48. Subordinating Conjunctions
49. Simple Sentences
50. Compound Sentences
51. Complex Sentences
52. Capitalization in Titles
53. Commas in Addresses
54. Commas and Quotation Marks in Dialogue
55. Form and Use Possessives
56. Prefixes
57. Suffixes
58. Use of Reference Materials (Dictionary Skills)
59. Multiple Meaning Words
60. Shades of Meaning

I doubt we will get through all these topics from Jan-April, we will simply cover as

many as we can based on where students are at with their learning. The resources will

be shared with my teacher mentor so they can continue following the program after I

finish if she would like.

Assessment

Student’s worksheets will be handed in for formative assessment. This will allow

me to see how well they are learning the material, ensure understanding before moving

on, and help determine when students are ready for the next topic. The resource comes

with two worksheets. The first is labelled in “Practise” and the second “Assessment”.

Both will be handed in for formative assessment and if summative assessment is

deemed necessary the second worksheet will be graded with each being worth a small

portion of a student’s grade.

Outcomes

General Outcome 2 Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues
Use phonics and structural analysis

 apply phonic rules and generalizations competently and confidently to read

unfamiliar words in context
 apply word analysis strategies to segment words into parts or syllables, when
reading unfamiliar words in context
 associate sounds with an increasing number of vowel combinations, consonant
blends and digraphs, and letter clusters to read unfamiliar words in context
General Outcome 4 Students will listen, speak, read, write, view and represent to
enhance the clarity and artistry of communication.
4.2 Attend to Conventions
Attend to grammar and usage

 identify a variety of sentence types, and use in own writing

 identify correct subject–verb agreement, and use in own writing
 use adjectives and adverbs to add interest and detail to own writing
 distinguish between complete and incomplete sentences
 identify simple and compound sentence structures, and use in own writing
  identify correct noun–pronoun agreement, and use in own writing

General Outcome 5 Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
5.2 Work within a Group
Cooperate with others

 work cooperatively with others in small groups on structured tasks

 identify others who can provide assistance, and seek their help in specific
situations

Resources

Teacher’s Pay Teacher’s 3rd Grade Grammar and Language Bundle

Materials

 PowerPoint presentations for each topic

 Daily worksheets and Flashcards printed for each topic

 Index cards (approximately 60 each) and a ring clip for each student.
 Lesson Overviews

Tuesday Jan. 10 Wednesday Jan. 11 Thursday Jan. 12

Nouns Nouns part 2 Common and Proper Nouns

Introduction: (5 minutes) Introduction: (2-3 minutes) Introduction: (2-3 minutes)

- Pass out index cards and - Ask students if they - have students give a quick
ring to each student. remember what a noun is reminder of what nouns are
- Explain as we learn grammar and have them say a few - have students take out grammar
concepts, they are going to examples flip book and pass out 2 new
make a grammar flipbook Body: (25 minutes) index cards to each student
that they can reference and - Have students finish the Body: (25 minutes)
use all the time. second worksheet “Nouns - Give a short lesson on common
- Also go over the structure of Assessment” if not finished. and proper nouns using the TPT
what grammar is going to - When finished the worksheet PowerPoint
look like and what we will be students can hand it to me - Have students make an index
doing for the four months that and get into pairs or groups card for common and proper
I am the grammar teacher. of three as other students nouns as we go through the
Body: (20-25 minutes) finish. lesson (term on front definition
- Give a short lesson on Nouns - Each group will be given a and examples on back)
using the TPT powerpoint. copy of the “Nouns - Give students first worksheet
This should be an easy Flashcards” and every “Common and Proper Nouns”
review for students but I student will be given the - If they finish they can move onto
would like to start with the answer sheet that matches the second worksheet “Common
foundations and built from the flashcards. and Proper Noun Assessment” (I
there. - Working together they can go am probably only going to use
- Have students make their through the flashcards and this as a formative assessment to
nouns index card as we are answer the questions see if students are ready to move
going through the lesson. - Students can work on this on)
Have them right Nouns on until the end of class. If they Closure: (3 minutes)
the front side and on the finish everything, they can - Have students hand in
back write the definitions of a have quiet free time. worksheets they finished and
noun and several examples Closure: (2 minutes) keep ones they are still working
- Give students the first - Students can hand in on
worksheet called “Nouns worksheet if they haven’t - Have students put heads on
Practise” already done so and return desks and do a blind vote of who
- If they finish early then they flashcards to me, they can feels confident with common and
can move onto the second keep the answer sheets. proper nous and is ready to move
worksheet called “Nouns on next week or would still like
Assessment” more practise.
- I will wander the room - I will use this feedback as well as
helping and supporting looking over student worksheet to
students decide whether the next class will
Closure: (2 minutes) be more practise on c and p
- Students will store their index nouns or on new material
card ring in a safe place. - If students are given more
- Students can hand in any practice Tuesday’s lesson will
worksheet they are finished follow the same structure as
 and keep ones they are still Wednesday’s lesson where they
working on. are given time to finish
worksheets then work through the
flashcards for c and p nouns in
pairs.

Tuesday Jan. 17 Wednesday Jan. 18 Thursday Jan. 19

Pronouns Verbs Verbs part 2
Introduction: (2-3 minutes) Introduction: (2-3 minutes) Introduction: (2-3 minutes)
- Quick recap of c and p nouns - Quick recap of pronouns - Quick review of action and
- Have students get flipbooks out - Have students get flipbooks linking verbs
and pass out 3 index cards to out and pass out 2 index - Clarify any confusion or
each student cards to each student missed concepts from previous
Body: (25 minutes) - Ask students if they know lesson
- Give a short lesson on pronouns what a verb is? Body: (15-18 minutes)
using the TPT PowerPoint Body: (25 minutes) - Students will first finish Verb
- Have students make an index - Give a short lesson on verbs worksheet that are not
card for pronouns, singular using the TPT PowerPoint completed
pronouns and plural pronouns - Have students make an - Once worksheets are done,
as we go through the lesson index card for action and they can work through the
- Student’s work individually on linking verbs as we go Verb flashcards in pairs or
worksheet called “Pronoun through the lesson groups of three (can be the
Practise” - Student’s work individually on same or different as
- When finished they can move worksheet called “Verb yesterday).
on to the “Pronoun Assessment” Practise” - If students finish they can
worksheet - When finished they can move silent read
- If students finish both they can on to the “Verb Assessment” Closure: (10 minutes)
have quiet free time worksheet - Full class review of topics and
Closure: (2 minutes) - If students manage to finish terms covered so far (see what
- Students hand in worksheets both they can work in pairs or students remember about
that are complete teams of three through the each)
- Have students give me a flashcards (each group will - Hand in worksheet and
thumbs up, thumb sideways or have one set of flashcards flashcards
thumbs down about how they but every student will fill in
are feeling about pronouns- if own answer sheet)
more practise is needed, we will Closure: (2 minutes)
finish worksheet and students - Students can hand in
can go through the flashcards in completed worksheet and
pairs give flashcards back to me